CAMS is a program which provides a system to continuously monitor curriculum progression throughout a given school year. The purpose of the program, as stated by the project directors (King & Idleman, 1984), is to create a consistency in the academic content that is taught. The project description cited research by Schwille (N.D.) indicating that the major decision regarding what content would be taught lies with each individual teacher rather than with the directors of curriculum. Evidence... Topics: Curriculum, Mapping
This study examined the impact of changes in assessment on curriculum, instruction, teachers, and students. The study describes the complex, developmental process by which a particular course, teachers, and a class evolved, articulated goals and standards, and assessed their learning. My co-teacher and I used a variety of assessments: conferences, peer review, reflections, portfolios, group projects, and presentations in addition to traditional tests and quizzes. The methodology was a... Topic: Curriculum evaluation
This study was done in response to calls for histories of the curriculum field. Ideas within three subareas of the curriculum--design, engineering (planning, implementation, and evaluation), and theory--were analyzed, related to earlier and later work, and critically reviewed for their contributions to the field. Criteria were established for selecting the most influential major works addressed to the three subareas. Progress was noted in curriculum design and planning, although much research... Topics: ERIC Archive, Curriculum, Curriculum Design, Curriculum Development, Curriculum Evaluation,...
The assumptions of curriculum based upon external reinforcement psychology and subject-content mastery by remands and punishments are 1) a stable pupil IQ, 2) largely environmentally determined, 3) essentially evaluated through problem-solving to get answers, 4) a one-to-one correspondence with concept and conceptual-scheme hierarchical learning and 5) culture-free within the dominant culture. Equilibrationists, on the contrary, base curriculum on these assumptions: 1) a dynamic, ever-changing... Topics: ERIC Archive, Curriculum, Curriculum Design, Curriculum Research, Buell, Robert R.
GRADES OR AGES: K-6. SUBJECT MATTER: Mathematics. ORGANIZATION AND PHYSICAL APPEARANCE: Although the content is divided into seven skill levels, variations may be made in their use and two topics may be taught simultaneously. Each level is organized in two parts, the first having columns showing activities with examples, textual resources; and related resources, the second containing tests and answer keys. The guide is xeroxed and spiral-bound with a plastic binder. OBJECTIVES AND ACTIVITIES:... Topics: ERIC Archive, Curriculum Guides, Elementary School Curriculum, Kindergarten, Mathematics Curriculum
Intended for curriculum builders at the local level, this handbook outlines a five-step process for curriculum planning: step 1 (define present practices) helps assemble information about the existing English program; step 2 (examine present practices) explores the assumptions behind current English teaching and weighs them in light of the listed resources; step 3 (evaluate present practices) examines the value and effectiveness of the English program for the students in the school; step 4... Topics: ERIC Archive, Curriculum Development, Curriculum Evaluation, Curriculum Guides, Educational...
GRADES OR AGES: Kindergarten. SUBJECT MATTER: Using Cuisenaire rods. ORGANIZATION AND PHYSICAL APPEARANCE: The guide contains a short introductory section followed by a sequential series of 40 lessons. Diagrams are interspersed throughout the text. The guide is mimeographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: The introductory section describes the objectives of using Cuisenaire rods. Each lesson contains a detailed sequence of activities with the rods designed to... Topics: ERIC Archive, Curriculum Guides, Kindergarten, Mathematics Curriculum